Wellington, J., & Sikes, P. (2006). 'A doctorate in a tight compartment': Why do students choose a professional doctorate and what impact does it have on their personal and professional lives? Studies in Higher Education, 31(6), 723-734.

No abstract

The arterial myogenic response may consist of both static- and rate-sensitive components. However, in a recent study of bat wing arterioles, we were unable to demonstrate rate-sensitive constrictions when luminal pressure was elevated at rates between 0.06 and 1 mmHg/s. We have now examined this response in isolated arterioles in vitro, where pressure could be elevated more rapidly. Arterioles were dissected from the hamster cheek pouch and cannulated with micropipettes. Diameters were measured using an inverted microscope and video system, while the vessels were pressurized at various rates (up to 120 cmH2O/s) without flow. Most arterioles developed spontaneous tone and vasomotion and showed myogenic responses over the pressure range 40-160 cmH2O. The magnitude and time course of the active diameter response to a rapid pressure change was highly dependent on the amplitude and direction of the pressure step; monophasic constrictions were observed in response to small-amplitude, positive-pressure steps, and biphasic constrictions were consistently observed when box pressure was elevated to values exceeding 120 cmH2O. The time courses of these responses could be partially, but not completely, explained by a myogenic mechanism with static- and rate-sensitive components. The possible mechanism and physiological significance of this behavior in a microvascular network are discussed.

It is well established that having a parent with any illness or disability can have an adverse effect on individuals’ experiences of education and on their educational progress. Advances in medical knowledge are leading to more people under 65 being diagnosed with young onset dementias and, concomitantly, to more children and young people who are in education having a parent with this diagnosis. Hardly any research has asked these young people directly about their experiences, but the limited evidence suggests that there will likely be significant emotional, mental and psychological damage with enduring impact on their lives. This article, drawing on findings from a unique narrative, auto/biographical study involving 24 British 6 to 31‐year‐olds, focuses on the consequences of parental young onset dementia for educational careers. These dementias are untimely progressive terminal illnesses with unpredictable trajectories and timelines, throughout the course of which physical, cognitive and emotional functions and abilities are inexorably lost. Participants’ experiences show that living with a parent with young onset dementia, whilst negotiating the education system, can be extremely hard. Difficulties are exacerbated by the condition's distinctive characteristics, the current lack of any cure and anticipatory, pre‐death grief. Lack of public awareness and understanding, both of young onset dementias and of dedicated resources and support services, also result in many feeling isolated and ignored. We make suggestions for positive provision and actions that educational institutions can make to begin to meet the particular needs of these young people.